Let-s Move - Summer 2010downloads.bbc.co.uk/schoolradio/pdfs/together_autumn...a model / statue of your fear. Take a photo of each child beside their structure. Then ask each child,

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School Radio © BBC 2013www.bbc.co.uk/learning/schoolradio

School Radio

Together Autumn 2013

Presenter: Gemma Hunt

Age: 7-11

Downloads/Podcasts: These programmes are available as downloads or podcasts following transmission. Further information at the Podcasts page of the website:

www.bbc.co.uk/learning/schoolradio/podcasts

Audio on demand: These programmes are also available as audio on demand from the BBC iPlayer Radio following transmission.

Refer to the transmission dates below to find out when programmes are available as podcasts and audio on demand.

Together on bbc.co.uk/learning/schoolradio

These Teacher’s Notes are primarily intended for print. The content - with additional features - can also be found on the Together pages of the School Radio website.

The website pages include details of all programmes for the coming year as well as online versions of focus images, which can be displayed on your IWB or computer while listening. Go to:

www.bbc.co.uk/programmes/b03g64pp

© This publication contains only BBC copyright material: its contents may be copied or reproduced for use in schools and colleges without further permission.

www.bbc.co.uk/schoolradio/podcasts/

www.bbc.co.uk/programmes/b03g64pp

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www.bbc.co.uk/programmes/b03g64ppTogether - Autumn 2013

Contents

Teacher’s Notes written by Dave Hill.

These programmes are available as podcasts / downloads and audio on demand following transmission. Refer to dates below to find out when each one is available.

T

Introduction 3

Unit 1: New beginnings 5

1. Nothing to be scared of... 5Podcast / AOD begins 27/09/2013

Unit 2: Festival food 6

2. Hot and spicy 6TPodcast / AOD begins 04/10/2013

3. Yin and Yang 7Podcast / AOD begins 11/10/2013

Unit 3: Healthy mind, healthy body 8

4. Being active 8Podcast / AOD begins 18/10/2013

5. Get out! 9Podcast / AOD begins 25/10/2013

Unit 4: Identity 10

6. Who are you? 10 TPodcast / AOD begins 08/11/2013

7. United we stand 11Podcast / AOD begins 15/11/2013

Unit 5: Festival food 12

8. The feast of Stephen 12Podcast / AOD begins 22/11/2013

Unit 6: Christmas journeys 13

9. No room at the inn 13Podcast / AOD begins 29/11/2013

10. Christmas world tour 14T

Podcast / AOD begins 06/12/2013


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IntroductionTogether and Collective Worship:

Together’s thematic approach and use of material from a wide range of cultural and religious sources, including Christianity, contributes to the pupils’ spiritual, moral, social and cultural development.

What is the value of using Together?

• It is a ready-made resource for Collective Worship that can help your school to fulfill the statutory requirement for a daily act of Collective Worship; material is of a ‘broadly Christian character’, reflecting the ‘broad traditions of Christian belief’.

• It encourages individual and community responses, from a sense of celebration to thoughtful reflection.

• The programmes encourage pupils to think about issues and to share their experiences.

• It includes the voices of junior age pupils speaking for themselves.

• It can be used with large or small groups of pupils.

Is Together suitable for all pupils?

Great care has been taken to allow pupils and teachers from a range of backgrounds to participate in the programmes. A mixture of songs, reflections and prayers allow pupils to respond to what they have heard in their own way.

Using the programmes and these Teacher’s Notes:

Programmes are also available as downloads or podcasts following transmission. This means that you can download each programme (for free) as an mp3 file, for playback either from a computer or from an mp3 player, such as an iPod.

If you subscribe to the series your computer will automatically search for each new episode when you connect to the internet, ensuring that you never miss a programme.

More information here:Uwww.bbc.co.uk/learning/schoolradio/podcastsT

Programmes are also available as audio on demand from the BBC iPlayer Radio. The audio on demand is a reliable service which allows you to listen to each programme ‘streamed’ over the internet. Currently programmes remain available this way for 5 years. You can opt to listen to the programme using a ‘pop-out’ window, meaning that you are able to navigate to other content - and display it from the same computer - while listening.

Focus images:

Focus objects have been a key resource provided by the Together Teacher’s Notes. In these notes we have provided focus images which you can display be clicking on the link underneath each picture.


http://www.bbc.co.uk/schoolradio/podcasts.shtml

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The images come direct from the BBC and appear as individual photographs without any additional page information - so you do not need to worry about displaying any distracting or unsuitable information.

We assume that many teachers will continue to wish to provide their own focus objects and the suggestions for images we’ve provided are often a good starting point when considering what objects to collect.

We hope in this way to provide a resource that has all the benefits (and more!) of the hard-copy focus pictures provided in Teacher’s Notes booklets.

Programme format:

Each 15 minute programme contains:• a story or short drama• one song from either the Come and Praise

song books or our collection called All about our school

• voxpops or a feature involving junior-aged children

• reflection and/or an opportunity for prayer

Preparation for using the programmes:• Create a sense of occasion and exploration

by setting up a focus picture (either using the online resources included here or your own ideas) for pupils to think about during the programme. This will enhance their listening and concentration and provide further talking points.

• Consider ways to make the use of the focus image more effective – e.g. by projecting it or by displaying it on an interactive whiteboard.

• Shut out distractions by closing the curtains or dimming the lights.

• Think about the seating arrangements (e.g. would a semi-circle or circle arrangement foster greater engagement).

During the programme:

Make the programme an interactive resource:• Pause the programme to discuss the issues

when you wish or when there is a ‘Time to Talk’ pause in the programme.

• Pause the programme before the songs to consider their content

• Pause the programme after the reflection and / or prayer to allow pupils to add their own thoughts

• Replay sections of the programme to allow pupils to gain familiarity with the material

Other resources for Collective Worship:

The song books referred to in these notes are Come and Praise 1, Come and Praise 2 and All about our school. These song books contain a wealth of songs for use in assemblies. They’ve also been compiled to respond to the requirements of the 1988 Education Reform Act, so the emphasis is on being broadly, but not exclusively, Christian.The song books are also accompanied by:

• Come and Praise instrumental books. These contain the melody line, two melodic parts and a bass part. There are also guitar chords and suggestions for percussion.

• CD. There is a double CD available for each collection. They may be used to provide enjoyable listening or accompaniment for assemblies where no pianist is available.

For copyright reasons we are not able to provide these resources in these notes or elsewhere on the School Radio website. However, they are available from BBC Active.

Feedback:

Your feedback is important to us and helps to shape the series. Letters, drawings and poems from the children are particularly welcome.

Please use the Contact us link from the website:

www.bbc.co.uk/schoolradio/contactusform


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Unit 1: New beginningsU1: Nothing to be scared of...

Themes: The reasons why we sometimes feel nervous; how feeling nervous affects our bodies; the function of adrenaline and its impact on the body.

Preparation for the programme:

FOCUS IMAGE: Sky diving - a high adrenaline activity!

Click on the image to display a larger version

Programme content:

VOX POPS: Children talk about the things that make them feel nervous and share tips on how to calm themselves down.

STORY: Dino Dare by Kate Stonham

SONG: All About Our School, no 2 - ‘Back in school again’

REFLECTION: Children consider what makes them feel nervous and what they can do to remain calm under a challenge...as well as helping others face their fears.

Pre-programme questions:

• What makes you feel nervous?• When did you last feel nervous and why?• In pairs, share what you do to help calm

yourself down when nervous. Get some children to share their techniques.

• Do you think nerves can be helpful?

Story synopsis: Dino Dare by Kate Stonham

The story follows Sam and Lisa as they tackle a climbing wall. Lisa challenges Sam to climb to the top, not knowing that Sam is scared of heights. However, they both suddenly plunge through a time portal and find themselves in a prehistoric land where they confront a dinosaur and must decide how to face up to their fears. Later, having returned to the present day, Sam climbs the wall without a problem.

After the programme:

STORY QUESTIONS:

• What was Sam nervous of?• Why was Sam able to confront his fear when

faced with the T Rex?• Can you think of a time when you were able

to face your fear because, like Sam, what you had to do was more important than how you were feeling?

• How did Sam feel when he was challenged by Lisa to race to the top?

ACTIVITIES:

• Get the children to brainstorm what they feel nervous about. Write the word ‘nervous’ in the middle of a page and write words / draw pictures about what you often feel nervous about. Decide one or two fears that you wish to confront today and talk in pairs about your fear and why you feel nervous.

• Using general rubbish and cardboard create a model / statue of your fear. Take a photo of each child beside their structure. Then ask each child, one at a time to destroy their structure. Get the other children to applaud them and take a photo at the end of the broken structure beside the child.

• In groups ask children to create and perform a mini play / TV advert about adrenaline - something that explores the benefits of adrenaline, rather than negative fear associations.


http://www.bbc.co.uk/learning/schoolradio-assets/img/Together_Autumn13_01.jpg

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Unit 2: Festival foodU2: Hot and spicy

Themes: the importance of food at festival times; the Hindu festival of Navratri; the popularity of South Asian food in the UK.


FOCUS IMAGE: A typical Indian ‘curry’


Programme content:

FEATURE: Gemma talks listeners through five popular spices they may have tasted but not know the name of, including curry leaves, tamarind and black cardamon.

STORY: Durga story by Kate Stonham

SONG: All About Our School, no 3 - ‘While we live we learn’

REFLECTION: Children are asked to consider their favourite dish and whether there is an ingredient or spice in it that especially appeals to them.


• How would you describe the word spice?• What spices can you name? And where do

you think they come from?• Indian / Pakistani / Bangladeshi food is full of

spice. Why do you think that is? • What words describe traditional British food?

Do the same for Asian food.

Story synopsis: Durga story by Kate Stonham

Mahishasura is a demon who is feared by everyone. But he longs to be powerful too. He pretends to be a devoted worshipper and tricks Lord Brahma into granting him his wish: that he will be the most powerful demon, so strong that no man and no god can defeat him. None that is except Durga, a warrior goddess, whose bravery in confronting Mahishasura is an inspiration to all.


STORY QUESTIONS:

• What was Mahishasura’s wish?• Why did Brahma grant Mahishasura his wish?• What did Mahishasura do as a result?• How did Brahma, Vishnu and Shiva defeat

Mahishasura?• This is an important story for Hindus but

Durga can inspire bravery for all of us. What do we need to be brave for this week?

ACTIVITIES:

• Set each child the challenge of creating an acrostic using the word ‘spice’ to describe South Asian food.

• Get the children to work together in groups to draw a spice map. On a world map draw the locations of various spices from around the world. You may want to use the internet for research and pictures of the spices.

• Working in pairs give children the task of creating a world food menu with 5 options of starter, main course and desert. It should include pictures, descriptions, price and spice level (perhaps using the number of peppers as a gauge.)



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3: Yin and Yang

Themes: the Chinese festival of Chung Yeung; the balance of Yin and Yang; harmony in the world around us.


FOCUS IMAGE: A Yin and Yang symbol


Programme content:

STORY: The Legend of Huan Jing by Rob John

SONG: All About Our School, no 13 - ‘Together’

REFLECTION: Children reflect on whether their lives are in balance and if not, what they could do to bring more balance to their own lives or the lives of their friends.


• What do you think ‘Yin and Yang’ mean?• If I say ‘you live a well balanced life’ what do

you think I mean?• Why is it good to have things ‘in balance’?• Do you think your life is in balance?

Story synopsis: The Legend of Huan Jing by Rob John

Huan Jing has everything a man could hope for except peace of mind. He is plagued by the memory of a monster that might take everything from him in the blink of an eye. So he goes in search of help and learns from a wise man by the name of Fei Changfang that he needs more than just strength to defeat the monster. He learns wisdom and together with his strength defeats the creature.


STORY QUESTIONS:

• Why wasn’t Huan Jing happy at the beginning of the story?

• What was the name of the old man who helped him?

• What three things did he need to defeat the monster?

• Why didn’t using just the sword work?• On what date and how do people remember

Huan Jing?

ACTIVITIES:

• In groups of 3/4 ask children to discuss and then draw up an illustrated mindmap of all the things that lead to a well balanced life? (They could propose the time that should be spent on each thing in a week / day if you’d like more detail.)

• Working in the same groups ask the children to do a study of ‘Yin foods’ and ‘Yang foods’ and to propose a good diet (including cooking styles) for a weekend. Ask them to put together a presentation and to present each one to the class.

• Working alone ask each child to think about one thing that they need to do a little less of in their life in order to bring more ‘balance’. Ask them to illustrate it in one half of the Yin and Yang circle. In the other half let them illustrate something that they could do a little bit more of to bring balance.



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Unit 3: Healthy body, healthy mindU4: Being active

Themes: the importance of making healthy lifestyle choices; how diet and exercise are an important part of a healthy lifestyle.


FOCUS IMAGE: Doing different exercise activities can contribute to a healthy lifestyle


Programme content:

VOX POPS: Children talk about what they like to do for exercise and why it’s important. They also share how you can keep active without being good at a specific sport.

STORY: Lady of the allotment by Kate Stonham

SONG: All About Our School, no 12 - ‘Build up’

REFLECTION: Children consider their lifestyle and whether there’s a new form of exercise that they might like to try.


• What things can we all do to help live a healthier lifestyle?

• What healthy foods can you think of?• What unusual forms of exercise can you can

think of?• (Not to answer outloud) If you were to mark

yourself out of 10 for healthy living what would you give yourself? What number would you like to get? How could you get there?

Story synopsis: The lady of the allotment by Kate Stonham

Pip isn’t keen on exercise. But with a challenge from ‘Hasty Tracy’ and an allotment to keep in shape she discovers the joy of exercise. The story demonstrates that exercise can be found in a variety of ways and that winning isn’t the only reason to keep fit.


STORY QUESTIONS:

• What two things got Pip exercising?• What different forms of exercise did Pip do

throughout the story?• Was there anything wrong with Pip’s life

beforehand? (Highlight the idea of a balanced life.)

• What lessons could ‘Hasty Tracy’ learn from Pip’s life?

ACTIVITIES:

• Challenge the children in pairs to come up with a new game involving a vegetable.

• In groups, research the amount of calories recommended for their age / day and put together a 5 day week eating plan, including pictures, etc. Ask the groups to compare their plans after completion.

• Ask the children to put their own healthy living plan together. Have it include 5 realistic goals including, lifestyle, exercise and food.



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U5: Get out!

Themes: exercise as part of a healthy lifestyle; the meaning of the expression ‘healthy mind, healthy body’.


FOCUS IMAGE: A health mind


Programme content:

FEATURE: Gemma talks to England football manager, Roy Hodgson about the importance of having a positive mental attitude.

STORY: Remembering Corinthians by Rob John

SONG: All About Our School, no 11 - ‘Got a bit better’

REFLECTION: Children consider the way they think and to contemplate whether there are changes that they could make to develop a positive mental attitude?


• What does having a healthy mind mean?• Is it possible to change the way we think? • What are some examples of a healthy mind?• Can anyone think of someone who has a good

mental attitude, perhaps a sports person? Ask the children to give examples of why they’ve chosen who they have.

Story synopsis: Remembering Corinthians by Rob John

Alfie Johnstone is a talented young footballer who has just played the biggest football game of his life. The game hinged on a penalty won by Alfie - albeit by diving - and now the team are through to the final. Alfie’s Grandad, Stanley, is a former professional footballer - he’s sure to be proud. But when Stanley talks to Alfie about the match he recalls a famous team from the past - Corinthians FC - and Alfie learns about a different code of conduct.


STORY QUESTIONS:

• What did Alfie do that Stanley didn’t like?• In what way was Alfie’s thinking ‘unhealthy’?• How did Stanley help Alfie to discover that his

thinking needed to change?• Does this challenge the way that you think

when playing sport or any other type of game?

ACTIVITIES:

• On your own, make a poster of today’s programme with pictures and phrases that sum up what you have heard. Use it to highlight the parts that stood out the most and challenged you in your thinking.

• In pairs, research Pavlov’s dog and compare the difference between humans and dogs. Use this research project to highlight how humans can reflect and take time to think about their thinking.

• In pairs devise a brain workout. A 10 minute daily routine that could serve as a warm up for the brain to get it ready for the day. Focus it especially on developing a positive mental attitude. When completed present it to the rest of the class.



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Unit 4: IdentityU6: Who are you?

Themes: exploring the profound question ‘who am I and what makes me, me?’


FOCUS IMAGE: A fingerprint is unique to our identity


Programme content:

FEATURE: Children try to describe themselves in one word and talk about whether a person can change.

STORY: The Prodigal Son by Rachel Boxer

SONG: All About Our School, no 16 - ‘I am special’

REFLECTION: Children consider what it is that makes them different from each other.


• What does the word, ‘identity’ mean?• Many names have a particular meaning. Does

anyone know what their name means? (Ask children to share examples)

• If you had to describe who you are, what would you say?

• What’s the difference between who you are and what you do or what you like?

• Do you think it’s possible to change who you are?

Story synopsis: The Prodigal Son by Rachel Boxer

In the retelling of this well know story, the setting and family home is in a fertile valley, surrounded by great desert. The younger son wants to explore beyond the valley and when passing traders stop at the farmhouse he spots his chance. He asks his father for an early share of his inheritance and sets out on a journey of discovery. But will he find what he’s looking for and how will his older brother respond if and when he returns?


STORY QUESTIONS:

• Why did the son want to leave his father?• What made him want to return?• Do you think he had changed and if so, how?• His father loved him when he left him and

when he returned. How did his older brother feel about him?

• Is the way we think about ourselves affected by what others think of us?

• Think about someone that accepts us no matter what, like the father from the story. How does being with them affect us?

ACTIVITIES:

• Ask the children to work alone in creating an identity passport. After creating a 4 - 8 page booklet ask them to draw a picture of themselves with their age and details on one page. On the other pages they can write or draw descriptions and pictures of who they are, what they like doing, what their dreams are and what they are good at. Encourage them to take it home and add to it as they discover more about themselves.



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• Get the children to work in groups of 4 - 6 in creating an ‘Identity Smorgasbord!’ Give them magazines and newspapers to cut pictures from and pens to write and draw. Set each group a different focus - clothes/fashion, food, hobbies / pastimes and homelands. Use this as a platform to celebrate diversity.

• Keeping the children in the same groups, set each one the challenge of dressing up one of the members of the group. They can use paper (and anything they can find in the classroom) to get them ready for the catwalk. To focus their thinking get them to create a style that fits into a type of cultural group, (e.g. geek, sporty, grunge, surfer, etc).

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7: United we stand

Themes: the desire to belong to a group; peer pressure; the pressures and pleasures that can come from belonging to a group.


FOCUS IMAGE: A football crowd


Programme content:

VOX POPS: Children talk about ‘belonging’ and identifying with friends and others who have a shared interest.

STORY: No big difference by Kate Stonham

SONG: All About Our School, no 8 - ‘Being a friend’

REFLECTION: Children consider what it means ‘to belong’ and the challenge of peer approval and pressure.


• What’s your favourite item of clothing and why?

• What’s your favourite music and why?• What’s your favourite TV programme and

why?• Have you ever done something just to feel

part of a group? Why do we do that?


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Story synopsis: No big difference by Kate Stonham

Set in the early 60s this story features the music, fashion, transport and tension between the ‘Mods’ and ‘Rockers’. The two groups are very different in style and outlook, but made up of similar people who just want to belong. And that’s what Frankie and Ed find, two friends who each belong to a different group. Can they maintain their friendship and how long will it take them to discover that there really is ‘no big difference’ between them?


STORY QUESTIONS:

• How would you describe a Mod?• How would you describe a Rocker?• If you had to belong to one of those groups

which one would it be and why?• What was it that helped Ed and Frankie to

realise that they could still be friends?• Does this story inspire you to make amends

with anyone?

ACTIVITIES:

• Ask the children to work in groups and design a TV advert and poster campaign to join their group. Get them to give their group a name and present each one to the class.

• In pairs ask children to draw a picture of a human with different styles and groups illustrated around the outside. Within the picture of the human get children to write words or draw pictures of things that make us human. You could arrange these on a wall with the title above as ‘No big difference.’

• Ask children to work individually on creating a journal entry. Let them to title it; ‘Peer Pressure’ and ask them to reflect on a time when they felt the pressure to act in a certain way. Ask them to draw a picture of that time and consider how they could handle it in a positive way if it happened again.


Unit 5: Food festival8: The feast of Stephen

Themes: returning to the theme of festive food; being grateful for many culinary delights; charitable acts at Christmas and how we may live in a way that embodies the spirit of Christmas.


FOCUS IMAGE: A Christmas turkey with all the trimmings


Programme content:

VOX POPS: Children talk about what they eat at Christmas time and when they eat their main meal.

STORY: The story of Wenceslas by Gordon Lamont

SONG: All About Our School, no 15 - ‘All together as a family’

REFLECTION: Children reflect on both Wenceslas and Jesus and how they cared for the poor. Listeners are also challenged to remember those in need during festive season.


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• What will you be eating on 25 December?• If you celebrate Christmas, what’s your

favourite Christmas food?• Do any of you know what ‘Thanksgiving’ is?• Do you think it matters what we eat at

Christmas and other festivities? If so, why?

Story synopsis: The story of Wenceslas by Gordon Lamont

The story follows King Wenceslas and his servant Emil as they share Boxing Day evening together. Emil quickly learns that Wenceslas is a king who not only cares for the poor but enjoys their company and defines what it means to be good.


STORY QUESTIONS:

• How did Emil feel when the King called for him?

• What’s another name for Boxing Day? (The Feast of Stephen or St Stephen’s Day)

• What was it that the King said that Emil remembered? (Never let fear of others rule your heart boy, that is where all hatred begin.)

• Why did Emil call him good?

ACTIVITIES:

• Working alone, get each child to prepare a picture menu of the best festive meal ever.

• Arrange the children in groups of 3 or 4 people who eat roughly the same food on 25 December. Get them to put a map together of where their festive food comes from using pictures, arrows and a map. Get the children to present to each other so that they can appreciate the variety of food that people will be eating across the UK.

• Set the same groups the challenge of what they could do for those who don’t have much this Christmas. Ask them to brainstorm and put together a poster and presentation to pitch for ‘charity action’ from the class. The winning group’s proposal could then become part of a class pre-Christmas mission.

Unit 6: Christmas journeys9: No room at the inn

Themes: the many journeys we take at Christmas; the first Christmas and the journey that Mary and Joseph took to get to Bethlehem.


FOCUS IMAGE: Joseph and Mary traveling to Bethlehem


Programme content:

VOX POPS: Children share where they travel to at Christmas, who they are going to see and the means by which they will get there.

STORY: Ruth the Innkeeper’s Dog by Gordon Lamont

SONG: Come and Praise, no 123 - ‘Mary had a baby’

REFLECTION: Children take a moment to think about the special journey that first Christmas and reflect on how they feel on a journey.



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• Are any of you going away this holiday season?

• Where are you going and to see who?• What’s the furthest that some of you have

been before and why did you go there?• How do you feel when you go on a journey?• How do you think Mary and Joseph felt when

they went on the long journey to Bethlehem?

Story synopsis: Ruth and the Innkeeper’s Dog by Gordon Lamont

Ruth is the dog of Daniel - the innkeeper - and she’s a bit smarter than him too. She spots a tired-looking couple with a baby due any minute at the door of the inn. She leads them round the back of the inn to a stable and introduces them to all her friends. Later a baby boy is born to the couple; however, in all the excitement caused by singing coming from teh sky, Ruth forgets to find out what the baby’s name is.


STORY QUESTIONS:

• How would you describe Ruth the innkeeper’s dog?

• What journey did she take in the story? (The journey towards Mary and Joseph and round the back to the stable)

• How was that journey important?• Do you think Mary and Joseph expected to

stay the night in a stable? How do you think they felt about it?

ACTIVITIES:

• Ask each child to write a story about a journey that they’d like to go on one day. Ask them to include details about an interesting mode of transport that they took and to mention what they learnt on the journey.

• Arrange the children into pairs and get them to remember two journeys that they’ve taken in the past. Ask them also to make up a story about a journey that they’ve taken. They should tell each other their stories and the partner then guesses which ones are true and which one is false.

• Arrange the children into groups and set them the task of creating a treasure hunt journey around the classroom. The objective of the treasure hunt is that the person taking it discovers something new.


10. Christmas world tour

Themes: the many different ways Christmas is celebrated around the world; diversity; giving and receiving at Christmas.


FOCUS IMAGE: A globe bauble


Programme content:

VOX POPS: Children talk about how they celebrate Christmas.

STORY: But Mum I still need it! by Abiola Johnson

SONG: Come and Praise, no 127 - ‘Christmas ttime’

REFLECTION: about the many ways there are to celebrate Christmas and on giving and recieving at Christmas time.


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• How do you celebrate Christmas (if you do)? • What do you want for Christmas?• What do you want to give at Christmas?• What do you spend more time thinking

about? What you want to receive or what you want to give?

• What do you think of the phrase, ‘it’s better to give than to receive’? Do you think it’s true and if so why?

Story synopsis: But Mum I still need it! by Abiola Johnson

Noel has been asked by his mother to set aside some toys to give to a local children’s home but he’s reluctant as he’s still fond of many of them. On a walk with his mum he hears the story about the very first St Nicholas and pretty soon, with a little extra help, he too discovers what this saint of Christmas knew all along. That it is indeed better to give than to receive.


STORY QUESTIONS:

• What names can you think of for Santa Claus?

• What do you think about the story of the first St Nicholas?

• Can you relate to Noel’s not wanting to give away a special toy?

• Have you ever given something that was special to you away and, as a result, experienced the true joy of giving?

• Is there anything you can do today or this Christmas that would enable you to experience the true joy of giving again?

ACTIVITIES:

• Ask the children to spend some time thinking about what they could give to someone this Christmas. Explain that it could be a gift of time, talent or treasure. Get them to make a note of how and what and who they can give it to.


• Arrange the children into groups and set them the task of creating a short play with the title ‘How different the world looks this Christmas.’ The challenge is to create a short 2-4 minute play with two halves: in the first half the characters believe that it’s better to receive, in the second half they believe that it’s better to give.

• In the same groups - and sticking with the drama theme - ask the children to tell the same story as a mime and then as 6 freeze-frame tableaux (3 for each half). You may want to take photos of each freeze frame and create a poster as a class afterwards with the play’s title across the top.

Documents

Let-s Move - Summer 2010downloads.bbc.co.uk/schoolradio/pdfs/together_autumn...a model / statue of your fear. Take a photo of each child beside their structure. Then ask each child,